Learning for rural places in 'the digital future'

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Summary

Analysis of empirical data gathered from interviewees in two similar rural regions in Tasmania and Norway suggests that assumptions about the linkages between changes in rural community relationships with place and the deployment of digital technologies may be ill-founded.

Type
dissertation
Published
2010-01-01
Cited by
0
References
137
Access
Open access

Keywords

Transformative learning, Context (archaeology), Grounded theory, Public relations, Rural area

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